GIRLS AGAINST the ODDS the Uganda Pilot Study Gender Report 2

CCE Report No. 5 GENDER IN EAST AFRICA: GIRLS AGAINST THE ODDS The Uganda Pilot Study Gender Report 2 Alicia Fentiman, Emmanuel Kamuli and Jane Afoyocan June 2011 Contents Page Section 1: Background to the Uganda pilot study 3 Section 2: Case Study Background 7 Section 3: Key Findings 9 Section 4: Next Steps 20 Acknowledgements 20 References 21 Annex 1: Enrolment Data for Athele, Nyakasenyi, Pakwatch and 22 Rwangara 1 2 1. Background 1.1 Uganda – general Uganda is a land-locked country in East Africa occupying 241,551 sq. km, 18% of which consists of open inland waters and permanent wetlands. It is bordered by Sudan to the north, Kenya to the east, Tanzania to the south, Rwanda to the southwest and the Democratic Republic of Congo to the west. It also shares a significant part of Lake Victoria (45% of the shoreline) with Tanzania and Kenya. It has a population of 31.8 million1 and an average annual population growth rate of 3.2%, one of the highest in the world with an average life expectancy of 53 years. The proportion of people living below the poverty line has declined from 56% in 1992 to 31% in 2005/06.2 (23.3% in 2009/10 according to the Uganda National Household Survey (2010). However, there are great disparities between regions with the north suffering considerably more. The impact of two decades of civil war in Acholi and Lango sub regions witnessed great atrocities by the Lord’s Resistance Army which has had a devastating effect and impact on the lives and livelihoods of the people in the area. Uganda’s main economic activity is agriculture (particularly coffee) and it is estimated that 88% of the population engage in subsistence agriculture. Within the last few years the 1 Uganda Bureau of Statistics Report, 2009. 2 Uganda Human Development Report 2007. UNDP. 3 discovery of vast oil reserves in western Uganda near the Lake Albert River Basin has sparked great interest and could potentially have a positive impact on human development. Uganda has experienced dramatic changes throughout the past decades and it has managed to put behind it the negative impact of the political turmoil of 1971-1985 which had a devastating effect on the country’s economic and social infrastructure. A number of reformist programmes including The Poverty Eradication Action Plan (PEAP), Decentralisation, Poverty Action Fund (PAF), Civil Service reform and Universal Primary Education have contributed to Uganda’s progress in making significant strides in improving human development. Significantly, Uganda is the only nation in the world which has substantially reduced its HIV infection rates; it has dropped from a high of 18% to an estimated 6.5% since 2001.3 1.2 The education system in Uganda Uganda’s formal education system consists of seven years of primary schooling, followed by four years of lower secondary and two years of higher secondary education. This 7-4-2 pattern is followed by three years (3-5 yrs) of tertiary education. In addition, there is an alternative path of vocational and technical schools after primary.4 The age of entry into primary school is 6 years. The medium of instruction is English. Universal Primary Education was introduced in 1997 with subsequent rapid increases in primary school enrolment and the associated problems of large class sizes, pressure on infrastructure and teachers, and shortages of books and materials. In 2009 primary education enrolment increased by 3.4%, from 7.96 million pupils in 2007/08 to 8.19 million in 2009. Net primary school enrolment reached 93.2% in 2008/09, up from 84% in 2005/06. The primary education completion has also risen but remains low at 52%. According to a DFID study, “Uganda is still off track to achieve 100% primary school enrolment by 2015”.5 In order to make improvements in primary education, the Ministry of Education and Sports (MoES) in partnership with donor agencies launched the Quality Enhancement Initiative (QEI) to improve the quality of primary education in 12 poorly performing districts.6 This initiative seeks to improve the instructional processes at school level to enable pupils to master basic literacy, numeracy and life skills. 3 UNAIDS Report on the Global Aids Epidemic, 2010. 4 Nakabugo, M., Byamugisha, A. and B. Justus. 2008. Future Schooling in Uganda. CICE Hirosthima University, Journal of International Cooperation in Education, Vol.11, No..1, pp. 55-69; Kasente, D. 2003. Gender and Education in Uganda: A case study for EFA Monitoring Report, 2003. 5 DFID: key facts Uganda. 2010. (http://www.dfid.gov.uk) 6 Ministry of Education and Sports: 2010 Policy Tracking in Selected Primary Schools in 12 QEI Districts. 4 Uganda became the first African country to have free secondary education. Irrespective of this initiative, the gap between primary and secondary school enrolment remains high. It is estimated that only 25% of children make the transition from primary to secondary school. This is due to the lack of secondary school places available. 1.3 Gender within the Ugandan Education System The Ugandan government has put in place a number of policies over the last two decades in order to foster gender parity in education. For example, the National Strategy for Girls Education was launched, together with the Promotion of Girls’ Education scheme to facilitate girl child retention and performance at primary level. The Equity in the Classroom programme is also being implemented. Some progress has been made, with the 2010 UNESCO Report showing that, like Kenya, Uganda had also achieved gender parity with respect to enrolment in primary education between 1999 and 2007, when half of all primary school enrolments were girls. With respect to secondary education, boys’ enrolment still outstrips that of girls, with only 83 girls enrolling for every 100 boys – though still a considerable improvement since 1999, when only 66 girls enrolled for every 100 boys. Beginning with the 1990/91 academic year, all female applicants to public universities were awarded 1.5 bonus points, a measure that had increased the female population of Makerere University to 41% by 2002, compared to 23% before the scheme was introduced.7 1.4 Selection of case studies, schools and girls In order to study girls’ retention, the case-study areas needed to be districts where there were known to be challenges and hardships which might prevent girls from attending or continuing with school. The pilot areas were selected initially by colleagues at the University of Makerere and then through UNICEF. Research permits were obtained from the Ministry of Education and Sports, and schools were selected in discussion with relevant District Education Officers. In Nebbi, an informal interview was held with Ogen Stanislaus and in Kyenjojo with Gertrude. The aim was to choose schools which were recognised as providing a relatively high-quality education, and which had a reputation for encouraging girls’ education, and hence schools where girls were retained ‘against the odds’. In Uganda, because of the long distances involved to the two main case-study areas, no preliminary visits were made. What we did not know at 7 Muhwezi, D. 2003 Gender sensitive educational policy and practice: a Uganda case study (Background paper for EFA Global Monitoring Report) 5 the outset was that two of the districts we had selected had been identified in the Quality Enhancement Initiative. Because it is known that girls begin to drop out of primary school around the age of puberty, teachers were asked to select 5 girls in Class 6, who were from backgrounds where families were poor or where education was under-valued, but who were in school and likely to continue with their education. These were girls who would be expected to be 11 years old, though in practice, because of late starts and disrupted patterns of schooling, a number of the girls proved to be several years older. The researchers had to tread a sensitive path with respect to differentials of power and position, as well as dealing with ethical dilemmas caused when girls revealed situations which seriously affected their personal safety. 1.5 Methodology 1.5.1 Interviews with Girls in Class 6 A common interview guide was devised by those researchers directly involved in data collection, in consultation with the wider research team. This sought to obtain biographical data as well as asking questions related to the participant’s experience of schooling, the problems she faced, her aspirations and the factors which encouraged her to remain in school. Initial questions were devised to put the respondent at ease and to enable rapport to be established. The guide was modified following an initial pilot interview, and then revised at the Nairobi workshop in the light of findings following the Kenyan pilot stage. Interviews took place in 2 schools in Uganda in December 2009, with further interviews with 10 girls in two schools in the Western Region (Kyenjojo and Ntoroko Districts), and a further 10 girls in two schools in West Nile Region (Nebbi District) in April 2010. In Uganda they were interviewed in their local language. With the exception of the initial Ugandan interviews, all interviews were audio recorded. Each interviewee was given a small gift of an exercise book and pen as a token of thanks. This report focuses only on the results from the four schools in Western Region and Western Nile. 1.5.2 Focus Group Discussions with Boys in Class 6 A focus group discussion guide was devised with boys in Class 6 in each school in order to capture their biographical data, to document their main activities, and to find out their experiences of schooling and the challenges they faced, their career aspirations and their 6 perspectives of gender specific factors affecting enrolment.

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